using YouTube as a tool for peer observation and reflective practice

1. Developing e-communities of
practice – using YouTube as a tool
for peer observation and reflective
practice
Francine Warren

2. Context
Developed out of trainee teachers in the second year of
an in-service Cert ED/PGCE course expressing their desire
to:
• reflect more effectively on their own teaching
• be given the opportunity to observe their peers

3. Learning outcomes for today:
• By the end of this session, we will have:
• Discussed the benefits of peer observation as a tool for
collaborative reflective practice
• Identified possible solutions to perceived barriers to the
use of video as an observation tool
• Used Salmon’s 5 stage model to discuss the design and
delivery of an e-project
• Used Laurillard’s Conversational Framework to identify
the dialogic process that occurs in collaborative
reflection

4. Peer observation – benefits and drawbacks
Sharing of
practice and ideas
Experience
ungraded
observation
Time constraints
– how to fit
observations in
Feedback not
useful
Benefits
Drawbacks

5. Peer based models of observation can help
create “a community where reciprocal learning
has the potential to flourish, leading to ongoing
improvements in teachers’ pedagogic
knowledge and skills and from that a richer
learning experience for students.”
O’Leary (2017, p123)

6. Videoing yourself – what are the barriers?
• Feeling embarrassed/vulnerable reluctance/refusal
➢Steps to overcome the barriers:
✓Managed student groupings (not with friends or same
vocational area)
✓Focussed on “watch yourself with purpose” (Harvard BFF)
✓Guided peer feedback
✓No tutor involvement in observation or feedback
✓Shared a clip of me

7. • Provide feedback to colleagues by answering these 3 questions:
1. What teaching and learning skills/activities did you enjoy?
2. How could you apply these skills/activities to your own
teaching?
3. Do you have any other comments to make?
(Hilltop College, quoted in O’Leary 2017, p121)

8. Underpinning theory (1)
• Salmon's Five Stage Model

9. Underpinning theory (2)
• Laurillard’s Conversational Framework

10. How did you feel watching yourself?
Slightly uncomfortable,
but I’m getting used to it
now.
Once I had stopped worrying
about my repetitive words (right,
so, um) it was good to see what
my actual teaching looked like
from an outside view.

11. How did you feel about sharing the video?
I felt uncomfortable
sharing the video as I was
the only one in my group
to do it, I felt very
vulnerable. I enjoyed sharing to get
other opinions and
looked forward to the
getting feedback.

12. Have you learned anything from watching your
peers – if so what?
I have learned
different ways I can
present and deliver
my practice.
Yes, all educators have strengths and
areas for development. Therefore
we shouldn’t be reluctant to share
our work, as all educators
(experienced or not) can learn.

13. Next steps
• Trainees negotiate feedback on teaching or reflection
• More focus on sharing reflections
• Consider my role – hands on/hands off?

14. Questions or comments?

15. References and links
• Reference list
• Aubrey, K., & Riley, A. (2016). Understanding & using educational theories. Los Angeles: SAGE.
• Gosling, D. (2002). Models of peer observation of teaching. Generic Centre: Learning and Teaching Support Network. Retrieved from
https://www.researchgate.net/profile/David_Gosling/publication/267687499_Models_of_Peer_Observation_of_Teaching/links/545b6
4810cf249070a7955d3.pdf Dec 2017
• Harvard Best Foot Forward Project Retrieved from https://cepr.harvard.edu/video-observation-toolkit (Dec 2017)
• Harvard Teacher Video Selfie Retrieved from http://cepr.harvard.edu/files/cepr/files/l1a_teacher_video_selfie.pdf (Dec 2017)
• Iris connect https://www.irisconnect.com/uk/ (accessed Dec 2017)
• Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported
Collaborative Learning, 4(1), 5-20. doi:10.1007/s11412-008-9056-2
• Mockler, N. (2011). Beyond 'what works': Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17(5),
517-528. doi:10.1080/13540602.2011.602059
• O’Leary, M (Ed.). (2017). Reclaiming Lesson Observation: Supporting excellence in teacher learning. Oxon, Routledge
• Salmon, G. (2006) Back up materials and handouts from Gilly Salmon. Online bricklaying. Retrieved from
http://www.sddu.leeds.ac.uk/wp-content/uploads/2016/02/handoutsGillyFeb06.pdf (Dec 2017)
• Salmon, G. Five stage model retrieved from https://www.gillysalmon.com/five-stage-model.html Dec 2017
• Wenger, E. (2015). Communities of practice: a brief introduction. Retrieved from http://wenger-trayner.com/wp-
content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdf Dec 2017